Keen to do some of the iPad-based jamming
you’ve seen in the TV commercials? Grab a
Monster iStudioLink Instrument Adapter and
you’re ready to go. Plug your guitar, keyboard
or microphone’s 1/8 inch plug into one end,
and plug the other end into the headphone
jack of your iPad or iPhone. You’re all set!
Rock on…

System administrators may be used to
dealing with conﬁgurations on network
equipment, but you probably haven’t done
it like this. The Redpark RJ-45 Serial Cable is
a $US69 add-on that allows you to connect
directly to the serial management port on
Cisco network switches, routers and ﬁrewalls.
The 2m cable is wired to Cisco speciﬁcations
and works in conjunction with the $12.99
Get Console app (http://bit.ly/ePTaIE) to
allow control of the devices straight from
your iPad, iPhone or iPod touch.

If you’re one of those who loves the iPhone
but could do without its onscreen keyboard,
consider the NUU MiniKey keyboard add-on.
This is an iPhone 4 case that includes a slideout QWERTY keyboard, which pairs with the
iPhone using Bluetooth and automatically
powers up and down when you slide it out
and back in. The keys click when pressed and
there’s a backlight to guide your thumbs in
the dark of night.

Costs $34.95 from http://store.apple.com.au
or see http://bit.ly/gQw6KF.

Price: Around $US70 from
www.nuubrand.com

Costs $US69 from www.get-console.com.

Print from your iPad

A Thunderbolt from the blue

Small speaker, huge sound

Printers may be a dime a dozen, but
HP’s OfﬁceJet Pro 8500A Plus e-All-inOne is signiﬁcant because it’s among the
ﬁrst models to support the new AirPrint
architecture, which allows printing directly
from iPhone and iPad without the need for
drivers. It’s also a touchscreen-controlled
inkjet multi-function device that prints at
up to 15ppm (black), incorporates duplex
printing and a 50-sheet automatic document
feeder and more.

The new Thunderbolt I/O technology built
into Apple’s latest MacBook Pros really ﬂies
– and you’ll notice the difference when you
hook up a suitable peripheral, such as LaCie’s
Little Big Disk. With built-in RAID 0 mirroring,
this 630g unit will shortly ship in 240GB or
500GB solid-state drive, or 1TB hard drive
ﬂavours. www.lacie.com.au

You may not think much of small speakers’
sound, but the Jawbone JAMBOX wireless
speaker is out to change all that. Designed
for big sound, the rechargeable unit weighs
just 327g and ﬁts into your hand, but offers
up to 85dB of music power. Connect it
to your devices using Bluetooth or the
built-in 3.5mm stereo input, then rock
on to your tunes or use it as a handsfree
thanks to the built-in microphone.
Comes in blue, red, grey or black
from www.jawbone.com/speakers
or buy it for $249.95 from
http://store.apple.com.au.

Costs $499.95 from www.hp.com.au
or http://store.apple.com.au.

2

WheelsfortheMind

EDITORIAL

CONTENTS

6

2

Product Round-up

4

AUC Updates

5

AUC Updates : iPods touch USyd

6

Ideas take ﬂight at Deakin

8

Art of the iPad

9

Back in time in Parramatta

10 Apple Updates
12 Life after AUC: Seeing the Light
13 Life after AUC: iOS development

8

19

16

14 La Trobe joins iTunes U’s 1 million club
15 The Curse and Convenience of the LMS
16 Game on at Macquarie
17 QUT Plans Big for the iPhone
18 It’s all about image
19 Create World 2010
20 There’s an App for that App
22 The Joy of Tech
23 Crossword Competition

Australian Catholic University
Australian National University
AUT University
Central Queensland University
Charles Sturt University
Curtin University of Technology
Deakin University
Edith Cowan University
Flinders University of SA
Griffith University
James Cook University
La Trobe University
Macquarie University
Monash University
Murdoch University

•
•
•
•
•
•
•
•
•
•
•
•
•
•
•

Queensland University of Technology
RMIT University
Southern Cross University
Swinburne University of Technology
University of Adelaide
University of Auckland
University of Melbourne
University of Newcastle
University of New England
University of New South Wales
University of Queensland
University of Otago
University of South Australia
University of Southern Queensland
University of Sydney

•
•
•
•
•
•

University of Tasmania
University of Technology, Sydney
University of Western Australia
University of Western Sydney
University of Wollongong
Victoria University

AFFILIATED UNIVERSITIES
•
•
•
•
•

Australian Defence Force Academy
University of Canberra
SAE Byron Bay
Bond University
Dr Mahalingam College of
Engineering & Technology, India

Welcome to you all
for 2011. I’m sure that
many of you are busy
with the preparations
for the coming year,
and I have no doubt in
my mind that this year
will bring many exciting
and innovative Apple
technologies to the fore.
For example, we have just seen the release of the
iPad 2 both here and overseas and I’m sure it will,
too, make its mark in the education sector. With a
bump in speed and powerful graphics performance,
I can only see the iPad 2 increasing both its presence
and market share. A big bonus will be the ability to
mirror the iPad 2’s screen, and I think that will be an
excellent tool throughout teaching institutions.
Coming up in this issue, we continue to see wonderfully
innovative uses of iOS devices both educationally and in
the private sector. Have a look at how the AR.Drone,
an iOS controlled ﬂying robot, is being used at Deakin
(page 6) to stimulate Communication and Creative Arts
students to create innovative games.
Further on, we follow the accomplishments of AUC
alumni Louis Cremen and Kieren Eaton (pages 12
and 13). Kieren has been developing software for
the vision impaired and I’d met Kieren some years
ago when he attended the then AUC Academic and
Developers Conference. Kieren presented at the
conference and I was amazed at the work he, and his
colleagues, were achieving at the time. I’m thrilled to
now hear about Kieren’s work beyond the AUC.
Louis is an excellent example of a student who
has not only taken advantage of the AUC during
their studies, but has also given back to the AUC
community. Louis has delivered several developer
courses for the AUC and the feedback has been
very positive. Louis has then continued to shine
by making his own company, Guardian Software
Development, and developing applications privately.
We also get an insight into last year’s Student
Developer Scholarship recipient, Sam Dunster. Sam
presented at February’s AUC General Meeting and I
was impressed by the demonstration of his software
imaging application called Install Pro (page 18). The
simplicity and elegance of his software showed that
powerful applications could be developed whilst still
having a simple, clean interface that just works.
CreateWorld, held in December 2010, once again
proved to be quite a success and we have a visual
collage on page 19. La Trobe University shows Australia
how a successful iTunes U presence can be created and
Martin Tomitsch from the University of Sydney speaks
of the beneﬁts of the AUC resources such as the iPod
Touch kits and the Classrooms In A Box.
Once again, we have an exciting line up of stories
for your reading pleasure and I’d like to thank all the
contributors to this issue for sharing their experiences and
knowledge. As always, let us know if you’re working on
an interesting project that you’d like to share.
David Yammouni
Editor, Wheels for the Mind
publications@auc.edu.au
WheelsfortheMind

3

Update
AUC General Meeting

Catch the best of /dev/world

From February 9-11, 2011, the AUC held its General Meeting for all
member universities from Australia and New Zealand. This was the ﬁrst
general meeting held with the new AUC Chair, Tony Gray, and the Executive
Committee and there was plenty to talk about.

The AUC’s /dev/world 2010 conference (www.auc.edu.au/DevWorld+2010),
held on 28-29 September at the Rydges Hotel in Melbourne, was a great
success.
If you were there, it was
wonderful to have you
join us. If not, you may
be interested to check
out podcasts of many
of the sessions from
the conference. The 18
sessions available for

The most important discussion that took place surrounded the budget.
With decreasing returns from Apple, the AUC Executive had to make some
very tough ﬁnancial decisions. As a result, many programs that the AUC
developed, when times were more ﬁnancially buoyant, have now been either
drastically reduced or cancelled altogether.
Some of the programs affected were the WWDC Scholarships (both competitive
and allocated), technical training and Honours Scholarships. For more information,
please speak with your local AUC representative or your AUCDF delegate.
Another major discussion item was the revision of the AUC Strategy
document from 2011 to 2015. This document is a crucial component to the
future running of the AUC. It is an important foundation for the AUC and
shapes our directions responsibly.
A revised calendar for 2011 was presented to the members, and you can see
the upcoming events by visiting the AUC website at www.auc.edu.au. To
ﬁnish the ﬁrst day’s proceedings, we were given a fascinating talk by Paul
Bourke from the University of Western Australia. Paul demonstrated some
fantastic high resolution images and videos that he had created for various
projects both within Australia and overseas.
The AUCDF Coordinators meeting was held on the Friday and it was the
ﬁrst meeting chaired by Daniel Safﬁoti, the new AUCDF Chair. The meeting
covered recent and future activities as well as further discussions surrounding
the budget decrease for the year.
Several presentations were given throughout the day. First, Nicolas Circosta
beamed in live from Cupertino to speak of his experience with the AUC and
how it helped him to get his job at Apple. We then had an insight from Sam
Dunster, the AUC Student Developer Scholarship recipient for 2010, about
his software development experiences and reﬂections of the AUC.
Finally, Louis Cremen, a former student
and recipient of AUC scholarships,
gave a hands-on demonstration of
developing software on the Mac. His
aim was to develop an application
within 10 minutes with little coding –
quite ambitious, but an enjoyable time
was had by all. Keep an eye out on
the AUC website (www.auc.edu.au)
for up to date information regarding all
things AUC.

video streaming include
Paris Buttﬁeld-Addison’s
talk about usability, Chris
Neugebauer talking about
Python programming, Kyle Buttress discussing campus mapping using Core
Location, Tim Nugent’s talk about using and enhancing Mapkit, and many
more. Several sessions also include PDFs of presentation materials.
To access the podcasts, visit www.auc.edu.au/DevWorld+Sessions.

Get going with iOS

iPhone and iPad development are the hottest skills going these days, and the
AUC’s iOS SDK Workshops – to be held in Sydney, Melbourne, Brisbane and
Perth during April – are a great way to get involved.
The workshops will cover the main tools of the trade and the major
components of the iOS SDK, helping attendees get well on their way
to writing great applications for these revolutionary devices.
Spaces are limited and will be awarded on a competitive basis based
on the information supplied in the application form, which is available –
along with more information on the workshops – at
www.auc.edu.au/iOS+SDK+Workshops.

New AUC contact details
The AUC ofﬁce has moved and we have new
contact details.
We can now be reached at:
PO Box U194
University of Wollongong
NSW 2500 (this is unchanged)
New Phone: 02 8005 7870
New Fax: 02 4204 1616
Email: ajeffrey@auc.edu.au (this is unchanged)

Something interesting happening within your university’s teaching environment? We want to hear about it!
Drop us a line at publications@auc.edu.au and we’ll include the most interesting tidbits in the next issue.
4

WheelsfortheMind

AUC Update:
iPods touch USyd

One of the many beneﬁts of AUC membership is access to all-in-one kits designed to
provide access to recent Apple technologies for evaluation and use. Kits including 20
iPod touches or an iPad and accessories (www.auc.edu.au/Seeding+Equipment),
as well as two Classroom In A Box setups each having 15 MacBook Pros and
accessories (www.auc.edu.au/Classroom+In+A+Box), are available to
member universities for short loan periods as necessary.
Access to the iPod touches recently proved invaluable for Martin Tomitsch, a lecturer
within the University of Sydney’s Faculty of Architecture, Design and Planning.
A longtime researcher into information-driven access to public transport, Tomitsch
recently ran an elective for Bachelor of Design Computing students who were charged
with a semester-long project in which they would design, build and implement a
transport-related application.
“We were exploring all those kinds of information that are currently not visible to
people using public transport, and how you could apply that information in order to
increase the customer experience,” Tomitsch explains. “The focus was not just on
developing a fully functioning application, but on coming up with a really solid design
concept and going through several iterations to implement a working prototype.”
Students of the course – called Advanced Interaction Design – tended not to be
highly technical, with an interest in computing and an even stronger interest in
design principles. None of the students had experience using Objective C when
the project began, but all learned its syntax and coding as they worked throughout
the semester to design and implement their application within Apple’s Xcode
development environment.
The project brief elicited a broad range of responses from students. Some came
up with games, while others focused on the social aspect of travel and still others
designed trip planning, tourist information or simple reference apps. Titles included
‘Hijack Central’, ‘Beat the Queue’, ‘Intelligent Tunnel’, and ‘Elevated Way’. Students
were tasked with keeping blogs throughout the course of their projects, and also
with making a video to highlight their thought and development processes.
As the projects neared completion, Tomitsch faced a logistical issue: he needed a
way to help the students load and test their applications on a real-world device
rather than relying on on-screen emulators. “We needed more devices so every
student could work on one,” he explains.
This is where the AUC seeding equipment came in handy: by organising delivery
of the units for the last three weeks of the class, Tomitsch was able to ensure
students could deploy their apps – and do it without
having to pay for a formal developer license.
“That structure worked really well for us,” he recalls. “Because we have such a
design focus, we spent most of the time coming up with concepts, building them,
and at the end wanted to test them. Having them in the last three weeks allowed
them to really test the app on a device to evaluate the whole experience.”
Since the conclusion of the project, Tomitsch has taken a number of steps
to preserve the students’ projects. Blogs and course notes are archived at
http://bit.ly/dXhqNb while Tomitsch has also compiled ten of the projects into a
book called Infostructure that will be available online and through Amazon.com.
WheelsfortheMind

5

IDEAS TAKE
FLIGHT AT
DEAKIN
One of the ways lecturers can foster creativity

The AR.Drone is a so-called ‘quadricopter’

in their students is by tasking them with ﬁnding

that’s capable of hovering and ﬂying in three

new uses for existing technology. But in Adrian

dimensions based on control signals and

Bruch’s case, his creative arts and design students’

live video feeds transmitted to a companion

latest burst of creativity has come through an

application running on an iPhone or iPod touch.

interesting classroom partnership that’s helped

The handheld device communicates with the

his students rethink e-book aesthetics and

drone via direct Wi-Fi connection, giving it a

develop an innovative game using an iPhone-

usable range of up to 100m. Parrot’s Open

controlled ﬂying robot. Bruch, a lecturer in the

Game application programming interface, and

School of Communications & Creative Arts at

open-source code repository, open up a wealth

Deakin University in Melbourne, is continually

of possibilities for developers keen to build their

looking for new ways to get students to consider

own apps using the AR.Drone.

elements of design and execution. In a recent

In the case of Bruch’s team, the app in question is

project, he paired his interactive media and

a game called HoverScotch. In HoverScotch, each

animation students with games design students

player navigates the AR.Drone through a series of

from Deakin’s Geelong campus on a collaborative

specially-designed targets placed on the ground

effort to design and build a game that utilises the

around an open space. Players must travel to

ﬂight capabilities of the Parrot AR.Drone

each target in order, then navigate the drone as

(http://ardrone.parrot.com).

close to the target as possible using its onboard

6

WheelsfortheMind

cameras and take a screen capture at each point.
The winner is the player who gets the closest to
all of the targets, in the shortest amount of time.
Developing for a novel piece of technology
offered Bruch’s students the chance to consider
new rules of engagement, user interface issues,
game parameters, and the many other elements
that go into creating a successful gaming and
design experience – and that, he says, made it an
excellent learning opportunity for his students.
“I was interested in ways the students could
create something a bit more practical, relevant,
and team-oriented,” he explains. “Because they
have to work in a team, they discover that other
people have strengths – and they get the chance
to have someone who has skills they don’t, to
make them look good. Over time, they start to
form professional working relationships that go
beyond the project they’re working on.”

The AR.Drone isn’t the only new-media
experience Bruch is using to get his students
to think outside the box. In another recent
experiment, he had them design a futuristic
e-book for the iPad, considering both design
issues and factors such as the user interface,
navigation system, and so on.
Bruch, who has recently been conﬁguring a
purpose-built design laboratory brimming with
several dozen iMacs for student use, has also
mandated the use of Apple’s iLife suite for
media production rather than handing students
professional-level tools like Final Cut Studio:
“I want them to deal with what the general
consumer has to deal with, and not forget that
they’re dealing with the general public in their
work,” he explains.
Ultimately, a core part of Bruch’s teaching esthetic
stems from considerations of presentation: what

kind of device a media asset will run on, how it
looks, and how its form factor affects the way
users ultimately interact with it. This relates
both to ﬁnished products like games, and more
broadly about how his students will present their
creative selves to the world.

development approach that reﬂects what Bruch

“Because they’re digital, they allow us to take
the content and repurpose it quickly for other
devices,” Bruch explains. They’re now having to
think about what works on a computer screen
– most of us have large computer screens – and
what works on that is not necessarily the same as
what’s going to work on an iPad or iPhone.”

would have come out of programming courses

Or, of course, on an AR.Drone – whose
combination of real-world movement and
interactive control and video interface makes it
a unique delivery platform for students that are
more and more concerned with the way their
works present themselves. It’s also fostered a

to develop their own bits and pieces. What they

sees as a growing trend towards mash-up code:
taking existing elements and reworking them to
add new functionality or combine old features in
new ways.
“We’re seeing that the traditional students that
are getting less and less interested [in low-level
work],” he explains. “They’re more about what
they can do easily, and what existing off-theshelf stuff they can use. The ability to take an
existing game and mod it is far more valuable to
students than just getting skills that allow them
want is the iteration of things to do it again and
again – and I tell them if they want to get a high
distinction they’ve got to answer this question:
‘knowing what you know now, what would you
do differently?’”

WheelsfortheMind

7

Art of the iPad
When you’re teaching design and art, it’s crucial to be able to translate thoughts
into visual demonstrations that give students an idea of exactly what you’re
trying to say. Yet for Justin Randall, one major obstacle had made this difﬁcult
in the past: it’s hardly acceptable to draw straight onto a student’s evolving
artwork to share your feedback.
In the past, Randall – a lecturer within Curtin University’s School of Design
and Art (SoDA) – had used workarounds such as sketching the student’s idea
on a whiteboard, then marking it up and having students take photos of the
annotated image. This was a clumsy but unavoidable way of collaborating
with students throughout the course of their design and art projects.
“I get students to use Wacom tablets to sketch over their layouts and concepts,
which works ﬁne if you’re in a studio,” he explains. “But when you’re in a
classroom, you’ve got to work on the ﬂy a little more. But sketching with
whiteboard markers and on tables is only temporary, and you can’t really
draw over students’ layouts.”
Randall found a solution in the form of the iPad and Adobe Ideas, a graphics app
that allows artists to draw over and annotate photos in a broad range of ways. By
annotating the students’ images straight on the iPad, he could create a digital master
that could be easily marked up to reﬂect whatever he was trying to say. Annotated
images could, he realised, be easily emailed back to students in an iterative loop
that would allow him to provide more detailed feedback, faster than ever.
There was only one problem: his ﬁrst-generation iPad had no camera. To work
around this deﬁciency, Randall got used to photographing each student’s work
with his iPhone 4, then emailing the image to his iPad and annotating it there.
The extra step may have been inconvenient, he concedes, but it was worth it.
“This way we can load student designs onto the iPad without affecting their
composition by trying to redraw them,” he says. “It’s a few extra steps to use
the iPhone, but it’s very efﬁcient. And when it comes to loading reference images
and sending them back, Adobe Ideas works fantastically: it’s not to the point
where you’re emulating the features available on a desktop machine, but it
does do enough to accommodate people with design skills.”
With around 120 students at any given time, Randall’s shift onto the iPad has
increased his teaching efﬁciency and allowed him to speed up his own work,
such as his ongoing authoring of a graphic novel that he’s able to review,
mark up, and archive as work product.
There are limitations, of course: the iPad doesn’t offer the pressure-sensitive
stylus that’s available on Wacom tablets, and the original iPad’s lack of a camera
made the solution a bit trickier than it had to be. However, these are small
obstacles – especially since the newly-announced iPad 2 will incorporate a
camera that will completely eliminate the iPhone 4 step.

Justin Randall

8

WheelsfortheMind

Although his solution is relatively straightforward, Randall says many of the
academics he’s shown it to had no idea the iPad could be used in such an
interactive way – but immediately saw its promise. “I showed other academics
programs like Adobe Ideas,” he says. “A lot of people aren’t aware of the iPads
and how they can be used in education. But we have a lot of courses and electives
to choose from; for around 1000 SoDA students going through design course and
design and art courses, there’s application for this to be utilised by all of them.”

Back in time in Parramatta
Although it has recently consolidated its position as a centre of government
and commerce within metropolitan Sydney, Parramatta has an extensive and
often unappreciated history dating back to 1788, when it was established as
a large agricultural concern.
Sharing this history with modern visitors has required city historical archivists
to consider a broad range of options for managing a range of historical and
modern information. It was with great interest, then, that Parramatta City
Council observers noted the work of University of New South Wales senior
lecturer Dr Daniel Woo, who in 2009 worked with a number of HumanComputer Interaction Lab colleagues to release a walking tour of Sydney
called Sydney’s Birthplace Book (see Wheels, Spring 2009 issue).
Aiming to expand on the ideals of that project, the team spent time thinking
about the best way to package the history of Parramatta in an engaging
way by combining a variety of multimedia into an iOS application to be used
during a walking tour of the city.
“It’s the whole question of delivering that in-the-ﬁeld experience,” says
Woo. “The council wanted a very different experience, with stories about
people; we wanted to bring back heritage history in a way that’s palatable
for the new generation of device-carrying people. And while one would
assume that’s the younger generation, many people who are 40-plus and in
their 50s are starting to get excited about these things too.”
The result was DigiMacq: Parramatta and the Spirit of Lachlan Macquarie
(http://bit.ly/gmpRRt), an interactive application that bundles a range of
historical images, narrations and other content into a graphical interface
designed for accessibility and ease of use. Content was added from a range
of archival sources with the council’s blessing, providing access to invaluable
primary sources that would help bring Parramatta’s history to life through
the eyes of early governor Lachlan Macquarie.
The team – which linked Woo with others including Parramatta City Council’s
Michelle DeSailly, NSW Heritage Branch’s Bill Netherly, and Art of Multimedia’s
Beata Kade – initially envisioned DigiMacq as using location services to follow

users through the city. However, discussions ultimately settled on an easier
alternative: using a variety of symbols that must be entered into the device
to access different parts of the application. Differing combinations of three
symbols were added to signs near each of the six historical landmarks, and
tourists access the relevant content by entering the relevant combination as
posted on the sign.
Multimedia assets were digitised and delivered by Art of Multimedia, a
commercial design and graphics house, while Woo helped with software
design, development, and user interface testing. This included both highlevel interface issues and practical issues, such as locking the app in a
particular orientation so it didn’t detract from the user experience.
By the time the app was complete, Woo says, it had been polished to a high
level of ﬁnish. “It was great working with the council and people who are
motivated by the heritage and culture of the region,” he explains.
“We had many ideas about what would work, but in thinking about the
story you’re trying to tell you also have to consider the usage habits of the
potential audience. We could have gone a lot more complex, but it’s about
keeping things simple. It all came together to create the story of the region
in a really high-quality way.”
DigiMacq debuted in mid 2010 and received rave reviews from users, who
in comments on the iTunes App Store called it “captivating” and “the
most interesting tour I have ever taken”. The team presented the app at
Interpretation Australia’s annual symposium in November, and the app is now
available from the Parramatta City Council Visitors Centre, which rents iPod
touches – outﬁtted with cases that cover the home button, lanyards for easy
carrying and running the DigiMacq app – to visitors.
“Many are people who discovered Parramatta’s history and may have lived
there as kids, but said they didn’t know this stuff was there,” says Woo.
“It has been a positive experience. Fundamentally it’s storytelling, and just
putting a really great user experience around that.”
www.discoverparramatta.com/events/tours/digimacq

WheelsfortheMind

9

Apple Update

iPad 2 has landed
Expectations were high for the successor to
Apple’s runaway hit, the iPad, and for many the
sequel did not disappoint.
Measuring in at 33 percent thinner and up to
15 percent lighter than its predecessor, the iPad
2 packs a punch in every way. Its new dual-core
A5 processor boosts graphics and application
performance while retaining its 10-hour battery
life, while its use of the new iOS 4.3 update adds
features such as faster Web browsing; iTunes Home
Sharing features; Personal Hotspot (to share an
iPhone 4 mobile data connection using Wi-Fi) and
HDMI Video Mirroring, which displays whatever’s
on the iPad on an HDTV using an optional adaptor.

10

WheelsfortheMind

A pair of cameras on the front and back of the
unit offer image capture and videoconferencing
support, enabled using new innovations such as
FaceTime for iPad and an iPad version of Mac
OS X stalwart Photo Booth. The rear camera can
capture 720p video and allow users to edit it
using the optional new iMovie for iPad app, while
the newly released GarageBand for iPad offers a
broad range of instruments and 8-track recording
studio features.
The addition of the cameras alone will make
the iPad 2 a compelling purchase for the likes
of Curtin University lecturer Justin Randall (p8),
but as a whole package – available in black and

white and topped off by the new Smart Cover,
with its self-aligning magnetic hinge – the iPad 2
represents a signiﬁcant step forward for a tablet
that has sold over 15 million units and deﬁned an
entirely new product category all by itself.
iPad 2 pricing ranges from $579 with Wi-Fi
and 16GB of storage, up to $949 with
Wi-Fi/3G and 64GB of storage.
www.apple.com.au/ipad
Are you using the iPad 2 in your teaching?
Let us know about it; drop us a line at
publications@auc.edu.au.

New MacBooks, new interface
Apple’s family of MacBook Pro laptops got a
refresh recently, with faster processors and
graphics subsystems, a higher-resolution
camera, and a signiﬁcant new I/O technology,
Thunderbolt, that sets the industry speed record
for connecting peripherals of all kinds.
The new MacBook Pros ship in a variety of
conﬁgurations, with 13-inch Intel Core i5 and
i7 dual-core systems at up to 2.7GHz featuring
Intel’s HD Graphics 3000. Larger 15-inch and

17-inch models incorporate quad-core Intel Core
i7 processors at up to 2.3GHz and AMD Radeon
HD graphics processors with up to 1GB of video
memory. Its FaceTime HD camera offers triple the
resolution of previous cameras, and facilitates
high-deﬁnition video conferencing via the new
FaceTime video calling software.
Thunderbolt I/O technology incorporates two
bi-directional channels that each offer up to 10
gigabits per second (Gbps) transfer speeds for

connection of DisplayPort-compatible displays,
high-speed RAID storage arrays, and other
peripherals. Thunderbird can connect FireWire,
USB and Gigabit Ethernet using optional
adapters, and is supported by a growing number
of products from third-party vendors.
Pricing for the new models ranges from $1399 for
a 13-inch 2.3GHz dual-core i5-based model, up to
$2899 for a 17-inch 2.2GHz quad-core i7-based
model. www.apple.com.au/macbookpro

Mac App Store
With the iTunes App Store having passed the
10 billion downloads mark, there’s no question
the model has proved to be a massive hit with
consumers. The desktop version, launched in
January as the Mac App Store, extends the model
onto the Mac OS X desktop by providing an easy
interface to browse, ﬁnd, purchase, download
and install all kinds of apps.

Lion at the gate
The next major release of Mac OS X, 10.7 ‘Lion’,
is nearing completion and was recently delivered
as a Developer Preview to highlight the broad
range of new features that it will integrate when
it’s ﬁnally released this southern winter.
Broadly borrowing from the design of Apple’s iPad,
Lion incorporates features such as the all-in-one
Mission Control activity panel, Launchpad app
launcher, full-screen apps that use the Mac’s entire
display, and a range of new Multi-Touch gestures.

Lion also incorporates a range of ﬁle-management
tools including Versions, which automatically
creates and manages successive versions of
documents as they’re saved; AirDrop, for wirelessly
copying ﬁles between Macs; Resume, which
freezes an app’s state when you quit it and
restores it when you resume it; Auto Save, which
automatically saves documents in progress while
you work; FileVault disk encryption and more.
www.apple.com/au/macosx/lion/

As in the iTunes App Store, Mac App Store apps
are grouped by category, with most-popular
lists, user reviews, screenshots and all the other
interface conventions with which iPad, iPhone
and iPod touch users are already acquainted.
Downloaded apps are automatically installed
and an icon loaded onto the Dock, ready for use.
When apps are updated, the App Store icon shows
a counter to indicate the number of available
updates, while Mac App Store facilitates the
update. www.apple.com/au/mac/app-store/

Don’t forget Apple’s education pricing
Apple Australia offers educational pricing for university students on all its iMacs and MacBooks. For example, MacBooks drop by $60; the Mac Mini, by $60;
iMacs by $70; MacBook Pro by $100; MacBook Air by $60; and Mac Pro by $250.
Discounts are available to university and TAFE students, teachers, administrators, and staff members as well as parents of current, accepted or applied university students.
There’s a limit of one discounted desktop and/or notebook per academic year. See http://store.apple.com/au/browse/home/education_routing for details.
WheelsfortheMind

11

Life after AUC:
Seeing the Light

It’s been over a year since Kieren Eaton ﬁnished
working towards his Bachelor of Computer
Science at Curtin University and entered the
“real world” – and he’s landed on his feet with
involvement in a number of projects that have
built upon his long-running interest in building
systems to assist visually-impaired people.
With the assistance of mentor Dr Iain Murray,
Eaton took on a position as a teaching assistant
at the Cisco Academy for the Vision Impaired
(CAVI, at www.ciscovision.org), a project
of the Curtin University Centre for Accessible
Technology (CUCAT, proﬁled in Wheels Spring
2008). This role saw him involved in maintaining
the specialised network environment that
helps vision-impaired students pursue Cisco
professional certiﬁcations. It also got him involved
with a project to build an iPhone app that allows
users to read Daisy Talking Book (DTB) ﬁles –
which build on Daisy (www.daisy.org) standards
to offer audio books with a range of navigation
features to improve their accessibility to visionimpaired listeners.
The resulting app, DaisyWorm, is now available
through the iTunes App Store (http://bit.ly/byHI0T)
and offers “the basic stuff” for now, Eaton says.
He’d like to add iOS’ VoiceOver support to allow the

12

WheelsfortheMind

reading of text-only books: “it’s quite interesting,
being such a portable device and getting all these
things to work on it is a bit of a mission in itself,”
he says.
However, Eaton has been struggling to ﬁnd time
for that iPhone development due to the demands
on his time from another project he’s doing for
CAVI – a complete overhaul of its lending library,
which has long used a traditional borrowing
system called Postal that tracks the movement of
books-on-tape and large-print books to and from
the library’s patrons.
With a large-scale shift to digital recordings,
AVI’s library is looking for a way to improve
the movement of digital-book ﬁles, which
are produced regularly through ﬁve inhouse
recording studios and now being loaned to
patrons on USB sticks.
When his overhaul of the system is complete,
vision-impaired patrons – many of whom are
housebound – will be able to record their
preferences in Book Loader, an application that
will automatically erase the USB stick and copy the
appropriate sound ﬁles for delivery to the patrons.
“We’re trying to get away from books on tape
and get into a full digital format,” Eaton explains.

“We’re repurposing the library management
system, which traditionally only dealt with basic
things such as overdue books and user credits,
into a fully interactive system that’s live on the
Net. At the moment staff are spending three
to four hours per day processing what’s on the
tapes, but this system will reduce that downtime
by around 90 percent.”
The development process has involved a learning
curve for Eaton, who has complemented his
Cocoa, MySQL and other skills with PHP, CSS,
and other Web design knowledge throughout
the course of the project. It’s a passion that he
nurtured during his university days, particularly
through extensive involvement with AUC-backed
activities such as his scholarships to Apple’s World
Wide Developers Conference.
“I went to WWDC a couple of times, and
the people and contacts I made there were
awesome,” Eaton says. “The AUC really
helped out and moved me along; I knew how
to program a bit before, but they gave me a
step up into the world of Apple programming.
The exposure to it and the people you meet is
invaluable; instead of being in your own little
sheltered box, they help you get out and point
you in the right direction.”

Life after AUC:
iOS development
iPhone SDK development course to an eager audience of students.
Over 130 people applied for that class, but it could accommodate
fewer than 30 so there was a fair bit of residual interest.
Cremen’s course proved so popular, in fact, that he began running the
AUC’s iOS training courses and recently joined forces in a deal that will see
him teaching iOS development with training provider Dimension Data.

As the iPhone and iPad continue to spark the imagination of mobile
developers, many are leaving uni with dreams of starting their own
iOS development houses and hitting the big time.
Yet while the overnight-millionaire stories of the iPhone’s early days
may be few and far between, many students are ﬁnding there’s strong
and continuing demand for development skills that can bring clients
into the mobile world. Just ask Louis Cremen, who graduated from
the University of Wollongong in 2009 and has since dived deep into
the iOS development world through his company, Guardian Software
Development (www.guardiansd.com).
Cremen was an early enthusiast of the iPhone, having started learning
to develop for the platform on the ﬁrst day the software development kit
(SDK) was released back in March 2008. “I had been doing programming
before that, mainly on uni assignments,” he recalls. “But nothing as
graphically impressive as the iPhone.”
It was “actually quite hard” at ﬁrst, he recalls, with little documentation
available and a culture of secrecy due to early restrictions on sharing
SDK-related information. But he fought his way up the learning curve
and happily professes his love for Objective C: “I absolutely love it,” he
says. “At ﬁrst it’s quite different to other languages, but once you use it, it
makes much more sense than other languages.”
A big fan of the AUC’s /dev/world developer conferences, Cremen
attended Apple’s World Wide Developers Conference in 2009 courtesy
of an AUC scholarship and soon found himself writing and teaching an

Training is just one part of Cremen’s life, however: his efforts with Guardian
have propelled his efforts from early apps like the UoW-produced ﬂashcard
app Quiz-Pod to the commercially-avaialble Ninja Sweeper and Anagramz
games, UoW FindMySpot parking-spot ﬁnder, and a growing number of
commercial projects. These projects have forced him to build business skills to
match his technical acumen, and he has already learned a few lessons about
how to approach a market that’s been saturated with new entrants in the
year since Guardian began operations.
Good design, for example, is critical: “Probably 60 percent of your time
should be spent in designing the user interface and user experience,” he
explains. “If you’re coming from another programming environment you
may not focus on the user experience that much – but if you spend that
time, it really shows; you can really tell the difference between apps that
are really nice, and those that haven’t been thought out well.”
More broadly, Cremen is working to build up the Guardian brand, with
extensive networking to make new contacts at networking events,
conferences and the like. He’s also planning to focus the business
on a particular niche – which he is yet to identify.
“We spent a lot of the past year working out what we wanted to do,
and trying out small projects,” he explains. “We had to ﬁnd out what we
like doing, and we’re still ﬁnding our niche as a company. That may be
education, or something else: the market changes so quickly that you’ve
just got to keep an eye on it. But it’s really helpful to let people know what
you’re passionate about so they can tell other people.”
louis@guardiansd.com
WheelsfortheMind

13

La Trobe joins iTunes U’s
1 million club
Universities questioning the potential interest in an investment in iTunes U
content will be relieved to note that La Trobe University recently marked
its one millionth podcast download, and is averaging around 60,000
downloads per month as the effort enters its second full academic year.
Launched in October 2009, La Trobe’s iTunes U minisite (http://bit.ly/hV1Oqf)
has become “an important platform for engaging current and prospective
students”, Deputy Vice-Chancellor (International and Development) Professor
John Rosenberg says. “It provides an excellent environment for reaching a
large Australian and international audience who would otherwise miss the
opportunity of accessing the teaching of some of the best minds this country
has to offer. It’s also the ideal place for us to show our academic knowledge and
research to the world.”
Yet students aren’t the only audience for the university’s iTunes U content,
which now features over 450 podcasts – including ﬁve that have ranked
on iTunes U’s top 100 list. Past subjects including former PM Malcolm Fraser,
Australian of the Year Professor Patrick McGorry, Nobel Prize winner in
medicine Professor Harald zur Hausen, and others.
By presenting this content to the world via iTunes U, La Trobe has been able to
boost its public proﬁle in ways it could never have done on its own. “We wanted
to give people who may never have heard of La Trobe University a chance to
see the great things we do here,” explains digital media ofﬁcer Matt Smith.
“We also wanted to encourage academics to promote their ﬁndings through
a media that we could control and develop. The service is now seen as a great
asset and a strategic tool for promotion. We make a big effort to interview
not only our own academics but also visiting scholars as experts in their ﬁelds,
as well as politicians and other signiﬁcant individuals.”
New content for the site is created by a “small but dedicated” team that
records public events and converts the content into iTunes U format.
And, despite recent University of Melbourne research (http://bit.ly/dN6e3T)
that found one-third of students consider online learning materials a substitute
for attending lectures, Smith says La Trobe’s promotional focus has only helped
increase university attendance by attracting the attention of more students.

“Potential students are able to better see the different opportunities that are
available to them,” he says.

by Mark McMahon

In 1994 Richard E. Clark claimed that media has no
inﬂuence on learning any more than a grocery truck
inﬂuences our nutrition (Clark, 1994). This claim
continues to resonate in educational technology
circles and is a pointed critique of some of the
expansive claims of various media evangelists.
This is particularly true for the Learning
Management System (LMS). Any system that
purports to ‘deliver’ learning is inevitably
operating from a ﬂawed model, where learning is
a commodity – something that can be quantiﬁed
and then metaphorically poured into the learner’s
brain like you would ﬁll a car up with petrol.
In the early days of multimedia, prevalent around
the time Clark was writing, this was manifested
in a plethora of educational CD ROMs that
provided navigation through hyperlinking and
‘rich’ media in the form of grainy postage-stamp
sized MPEG-1 videos.
We have all seen them, and many of us still have
boxes of them sitting in a cupboard somewhere
gathering dust. They seemed remarkable at the
time, if only because of the use of media to show
content in new and interesting ways.
Such multimedia textbooks may be a great
resource, but it is the process of reading them
where the meaning is made. The problem
with most LMSes is that they follow the same
resource-based approach. To be fair, the systems
themselves are only partly to blame. Most
online learning in higher education is essentially
correspondence courses supplemented by a
discussion board.
As someone who has been involved in eLearning for
decades, I have actively avoided teaching online just
because I know how important the human factor is,
and how inadequate the level of support given to
online teachers in the university sector. Per student,
online learning can be much more demanding on
teachers’ time than face-to-face learning.

At least, that is, if you do it properly. In this
commoditised approach to learning, early
instantiations of LMSes almost became
synonymous with the word ‘shovelware’. This
was made worse by the terminology used
within them. ‘Learning paths’ and ‘learning
objects’ essentially supported the uploading and
sequential presentation of content.
Over a decade ago and in a previous professional
life, I was required to review the most appropriate
LMS solutions for TAFE in WA. At that time there
were a few players that branded themselves as
such, but the one I recommended was an early
object-oriented one that was essentially a content
management system. It had all the features
of the others, but a cleaner interface – and an
inherent honesty in the way it treated learning
materials as content objects.
When I moved into university, I solved the
problem even more effectively. I got together
with a number of my colleagues and we built our
own. It was simple, highly functional and allowed
us to integrate new features as we went. Fastforward eight years and the venerable system has
lived through several changes in school name and
structure, but is still going strong.
Sadly I can see the end of its life coming as it is
jostled around like a creaky dinghy, bobbing in
wake of the multimillion dollar cruise ship that is
the university’s ‘enterprise’ system. I do love our
own LMS. It is leaner, more stable and equally
as powerful as the more corporate solutions. If
we’re talking cruise ships, at least the Titanic only
went down once. With products like Blackboard
bringing in mobile access with version 9 of their
software and the big vibrant community behind
Moodle, though, it is hard to justify a niche
product like ours. While I have hated the earlier
versions of Blackboard with a passion, many out
there are trying to convince me that the latest
iteration will allay all of my fears.

If I am to be optimistic, there is certainly some
compelling evidence that the current loose baggy
leviathans are starting to become useful. In any case,
the idea of being able to provide mobile access for
learners on the go, secure transactions for studio
fees in design and visual arts, and sophisticated
collaboration tools is an appealing one.
So the future for Learning Management Systems
is a bright one, at least in terms of their capacity
to interact with university databases, deliver
content and track student use. In that sense they
are enterprise ready – but giving me statistics
on student use is not the same as tracking their
learning. Linking to student records is not the
same as integrating the whole student experience.
Similarly, there are now a plethora of tools and
technologies that can be brought to bear to
enhance learning. I’m not talking about podcasted
lectures here. No-one needs to listen to my nasal
whine for 45 minutes online. I pity those that
bother to turn up and experience it face-to-face.
I’m talking about the learning experience. I
don’t accept the argument that media does not
inﬂuence learning. Photos show things as they
are, illustrations show things at a higher level of
abstraction, while animations show processes
over time. Each of these media has speciﬁc
communication affordances. The issue is focusing
solely on the medium itself at the expense of
more important aspects. LMSes are the trucks that
deliver the content and the tools to work with it.
But it is how we use those tools and what we do
with the content that has the greatest impact on
learning. As grocery trucks, LMSes cannot drive
themselves. Good courses take good design, and
good learning means providing opportunities to
work with media in meaningful ways.

On 16 October, the Macquarie University Computing Society
(MUCS) held a LAN gaming event they called LANTaco.
The event was a means to promote the society on the Macquarie
campus and at other campuses around Sydney, and the name was
chosen because it was a memorable but silly title. MUCS hosted
servers for Quake 3, Counter Strike 1.6, Unreal Tournament 2004,
and Battlefield 2. However, gamers were required to bring along
their own computer and their own copies of the games to be
played, as they could not be provided; each entrant only got
two power points, a chair, space at a desk and a LAN port.
In order to entice gamers to come to the event, MUCS contacted
AUC and a few other organisations to help support the event. The
AUC provided MUCS with two 6th generation iPod Nanos, each
with the engraving “Compliments of AUC & MUCS”. Other prizes
included a Razer gaming pad, night vision goggles from Activision
and an Xbox 360 copy of Modern Warfare 2 from Microsoft.
More than 50 people made it to the event, surpassing the
expectations of the event organisers – who had never arranged
an event of that scale before.
The LAN was running from 10am to 7pm. In that time, games
like Counter Strike Source, Defense of the Ancients, Team Fortress
2 and Call of Duty 4 were played. Competitions began toward the
end of the day, and at around 6:45pm the prizes were handed out.
MUCS hopes to make LANTaco an annual event, hopefully with
continued support from the AUC and the other organizations
that helped make the event a success. www.lantaco.com

16

WheelsfortheMind

QUT PLANS BIG
FOR THE IPHONE
The trend towards offering purpose-built iPhone
applications at AUC member universities has
continued unabated, with Queensland University
of Technology (QUT) the latest to offer staff,
students and visitors an app that raises the bar
for functionality.
Designed late last year and released at the
end of December, the app, called QUTMobile
(http://bit.ly/eFxoRC), has been downloaded
over 9000 times and offers users a range of
features ranging from GPS-powered campus maps

and a staff directory to news updates, the ability to
book library study rooms, and direct views of the
user’s current library borrowings and due dates.
The app came about after QUT marketing
staff picked up on prototype work being done
by Neil Gladwin, now contracted as a web
systems developer within QUT’s Marketing and
Communication arm. iPhone apps are “a very
visible area,” says Gladwin, “and have a lot of hype
around them. A lot of staff members and executives
have iPhones, and they can see the importance of
having these apps to deliver content to student, staff
and visitors. Also, many new students often bring
iPod touches with them, and building an iOS app
expanded the number of devices we could target.”

Gladwin worked as part of a team that included
a designer and a usability tester, doing all the
coding for the initial app and a number of
updates that will eventually expand to include at
least three major new features he’s working on.

“We really thought about the best way to

Unlike some university apps, QUTMobile has been
built as a platform that can be added to over
time to add new features as they’re requested
by users, administrators or other QUT faculties.
This approach is reﬂected in Gladwin’s efforts to
make the app draw off of real-time information

way to present the data, and made it easy for

feeds rather than static databases: library
information, for example, is pulled down in real
time and students are directly interfacing with the
library’s own information systems. Abstracting
the content in the app means it can be easily
updated with changes that are instantly available
to all users. This came in handy during January’s
ﬂoods, when entire parts of the QUT campus
were rendered inaccessible due to ﬂood waters:
campus maps were instantly updated to reﬂect
the impassable zones, helping users plan their
route more quickly and easily than would have
been otherwise possible. Use of the iPhone’s GPS
helps the app pinpoint the user’s current location
in relation to their destination.

growing importance of iPhone apps – and, to

present the data,” Gladwin explains. “With the
library app, we didn’t just shove a whole lot of
data on the screen, which would have made it
too hard to read; we thought about the best
people to navigate across an entire day of room
bookings. And with the maps, the app pulls
down the same data as is used by the Web site –
so the maps were updated without users having
to do anything.” This sort of design reﬂects the

a lesser extent, apps on other platforms – to
helping universities deliver relevant and timely
information about their campuses and activities.
As initial efforts (like those catalogued in Wheels
Summer 2010) continue to mature, new features
are expected to make them regular companions
for people on campus – offering additional
functionality even as QUT and others work to
build more generally-accessible mobile Web sites.
“The apps coming on the market are raising
the bar – especially with the iPad – as to what
you can do with these devices,” says Gladwin.
“People have seen the beneﬁts of it now.”
WheelsfortheMind

17

It’s all about image
Sam Dunster is still working through his university
degree, but he’s already well on the way to
completing and distributing a large-scale Mac
administration tool thanks to an AUC Student
Developer Scholarship he received last year.
The tool, whose working title is Install Pro, is
designed to help simplify the process of wiping
and reinstalling a clean Mac OS X image when
a system runs into problems. It’s a problem for
which there are many solutions, but Dunster
is keen to reinvent the process to make it easy
enough for users to do with just a few clicks.
“I want users to be able to use it directly when
they’ve got problems,” explains Dunster, who
is currently in his third year of a Bachelor of
Computer Science course at the University of
Wollongong. “I’ll get them to hold down a key
and follow prompts onscreen, and they should be
able to pick which apps they want installed.”
The technology will also be aimed at system
administrators within school libraries, for whom the
process of keeping Macs running smoothly can be
a massive effort. The ability to help them quickly
roll out new standard operating environment (SOE)
images across a large number of Macs, with as

little manual effort as possible, should differentiate
his application from other popular options like
DeployStudio (www.deploystudio.com) and
NetRestore, which do the trick but can, he says,
be hard to manage.

Working through the development process has

“In lab environments I’d like to be able to send a
command to reboot all the computers,” he says.
“They’ll boot Install Pro, download a conﬁguration
from the server, notice they’re in a Mac lab, and
ﬁgure out by themselves which software they
should install. At the moment, there’s a fair bit of
time wasted doing this: restoring 20GB images
to 200 computers in a school network that’s only
running on 100Mbps connections takes a while.
So I’m hoping to use technologies like BitTorrent,
and maybe multicast IP or other technologies, to
try and speed up the process.”

Conference in 2010. Queueing for the iPhone 4

He knows well how big a problem reimaging
can be: as well as pursuing his university studies,
he has a gig managing the network at his high
school, where he’s used to installing a new
SOE every three months and spending a day to
reimage each computer lab. He’s also running
tests of his application-in-progress on the
network, and reﬁning it for what he hopes will
eventually become an open-source release.

been a massive educational effort for Dunster,
who prefers developing in Mac OS X to iOS but
still found much to love when his scholarship
brought him to Apple’s World Wide Developers
keynote was “pretty great”, he recalls, and the
technical sessions gave
him great exposure
to some lesser-known
Mac OS X features
including things like
OpenCL and Launch
Services, which is
relevant to his project.
“Getting access to Apple engineers is awesome,” he
says, “and everything Apple does at W WDC is just
so perfect in terms of sessions and people lecturing.
I’ve also enjoyed the AUC events themselves; /dev/
world 2010, for example, was great. I learned almost
as much there as I did at WWDC.”
As he works towards the end of his course,
Dunster is thinking about his future career –
which he envisions will involve “some kind of
development”. The possibility for scholarship
recipients to gain an internship with Apple holds
great appeal but in the short term, he says, “I’ve
got to ﬁnish my degree and get out there to see
what I can do.”

18

WheelsfortheMind

2010

CreateWorld has become a staple of the AUC’s conference schedule,
with creative types from around the country converging on Brisbane’s
Grifﬁth University for three days of meeting, sharing, exploring and learning.
Run from 29 November to 1 December, the 2010 event included an
eclectic mix of topics, ranging from a presentation from the University of
Tasmania’s PhD-pursuing Secret Lab duo, Paris Butterﬁeld-Addison and Jon
Manning; Robert Davidson’s audience-participation animated music creation
extravaganza; and Andrew Brown’s keynote on digital creativity to sessions
on topics including virtual worlds, music scoring, motion sensors,
Xgrid-based population genetics experiments, and more.
http://bit.ly/abDNCk

WheelsfortheMind

19

There’s an App
for that App
By Carrie Clarke

The new Mac App Store started appearing on Docks earlier this year.
So, what is it all about?
The basics.
The Mac App Store itself is an app; it does not live
in iTunes like the iOS App Store. It arrived with the
OS X 10.6.6 update and will be included with Lion
(10.7) when it is released. When you upgrade to
10.6.6, you will see the App Store appear in your
dock, as well as your Apple menu. Like the iOS
App Store, it is easy to use and all purchases go
through your iTunes account. When you purchase
an app, you will see the icon ﬂy down to your
dock and display aprogress bar as it installs.

Why?
All of the best things about the Mac App Store
come down to convenience. It’s really easy to
ﬁnd apps, whether by searching for keywords,
browsing through categories or checking out the
top charts. When you want to ﬁnd out more,
it is simple to check features, read reviews and
compare ratings with other apps. This makes
software purchasing really accessible for non
tech-savvy people and will help them to realise
the potential of their Mac and make it their
own. With so many apps in one place, it will
enable everyone to discover apps that they might
never have known about or have never gone
looking for. Maintenance becomes a whole lot
simpler too: with automatic updates you can
20

WheelsfortheMind

update all of your software with one click. With
a convenient software distribution model like
this, more people are likely to purchase more
software, particularly if it is inexpensive; this may
well help lessen illegal software copying too.
The bonus for consumers is that software prices
may lower due to increased competition and
higher sales. Another advantage is that you
won’t need to worry about physical media
(getting it, using it, storing it, etc): all purchases
are instant and can be re-downloaded when
required. This will be especially attractive to
people with MacBook Airs, which do not have
a built-in optical drive. Developers will also be
attracted to the App Store as it allows them to
focus on developing their apps rather than all the
administrative stuff like billing, serial numbers,
distribution and hosting. Their apps will likely be
more visible to the masses, which can only help
with marketing and sales. We’ll probably see a lot
more small apps and little utilities emerge, as well
as apps that are available on both Mac and iOS
- that connect and sync across all of your devices
and Macs (great for productivity apps).

What if you already have the app?
If you already have the software installed, you
will only be able to use the Mac App Store auto

update feature if you re-install the app through
the store. So if you have Evernote (which is free),
you can easily replace your current version with
the App Store version; all of your existing data
and settings should be preserved, then you can
use the auto update feature. However, if you
have already purchased an app, like SketchBook
Pro, then unfortunately you won’t be able to
use the App Store auto update feature unless
you re-purchase it through the App Store. In this
case, it is best to stick with the existing update
mechanism, wait until the next version is released
and purchase it through the App Store.

Not the only way.
The Mac App Store is not going to have all the
software in the world. There are some apps that
won’t be suited to the Mac App Store, which
does have some restrictions in place to protect
customers (all software is vetted before approval).
The store is just another avenue for developers to
distribute their apps, and it’s up to them whether
they choose to use it or not. It has already been
embraced by many developers – most of which
are continuing to use their existing distribution
methods too. When Apple CEO Steve Jobs
introduced the Mac App Store, he said it “won’t
be the only place, but we think it will be the best
place” to discover and purchase apps.

Store is really aimed more towards personal use – it does not have
any volume licensing options, and your software purchasers cannot
buy multiple copies of an app with one account.
Apple’s terms and conditions indicate that apps are usable in
commercial enterprise and educational institutions. The rules for
this are different to those for personal use, so check the Apple
website for more information.

Client Management.
Purchased apps are installed in the /Applications directory. As a
result, non-admin users can view the store but they cannot install
apps. Admin users can install apps and they are not prompted for
authentication (other than their Apple ID). Essentially, the Mac App
Store is not giving your users any new capabilities – admin users
can already install apps from other sources so this is not really any
different. If there are licensing, legal or other reasons that your
users should not be doing this, make sure they are well informed of
their responsibilities. If the Mac App Store raises concerns, there are
various options for blocking it – via MCX, keyserver, removing
from image or restricting network access to the store.

What if you have several Macs?
After you’ve purchased an app (for personal, non-commercial use), you can use it on
all of your personal Macs (Macs that you personally own or control). So if you have
two iMacs and a MacBook, you can purchase Angry Birds on one of them, then log
on to the Mac App Store on the others and install it at no additional cost. The same
applies if you buy a new Mac: simply log on to the Mac App Store and install all
of the apps you have previously purchased in one hit. There’s no need for hunting
around for old install discs or license codes. This is largely based on an honour
system: if you were to install one of your apps on your friend’s Mac, you would be
violating the usage rules.

Use at educational institutions?
The Mac App Store will present some challenges in educational environments – mainly
to those who deal with software licensing and management. If you are interested in
using the Mac App Store on a Mac owned by your university, it is best to ﬁrst check
with your university to ﬁnd out its stance on this. Your university will already have its
own methods for managing software licensing and distribution, so using the Mac App
Store will probably not be the preferred option at this stage. Currently the Mac App

This is not too much of an issue at the moment whilst software is
still available through all the usual channels, but will become more
of a challenge if some developers choose to start using the Mac
App Store as their only distribution channel. The main software
vendors that educational environments deal with are unlikely to do
this, but smaller developers may start doing this to cut overheads.
In the US, Apple have started an iOS App Store Volume Purchase
Program for educational institutions to purchase iOS apps in volume
and distribute to users. If this was to extend to the Mac App Store
(and into Australia), it would help with some of our challenges.
Other features on the wishlist for Mac App Store management
would be some sort of admin console, internal distribution server,
license management and ﬁltering. For now, universities are likely
to stick with their current methods for software purchasing,
distribution and client management.
The Mac experience is sure to change as the Mac App Store
evolves, more iOS-like features creep into OS X and more cloud
based services appear. But with Apple exploring new ways to make
software distribution easier and smoother, in a few years we may
end up using and managing Macs in very new and different ways.
WheelsfortheMind

21

The
Joy
of
TM
Tech
by
Nitrozac
& Snaggy
www.geekculture.com

22

WheelsfortheMind

CrossWORD Competition
Across
4. Governor Macquarie’s ﬁrst name

(p9)

7. Name of QUT iPhone app

(p17)

9. This country’s history is the subject
of the ﬁfth most-popular iTunes U
podcast

(p14)

10. Where Eaton works

(p12)

14. Powers CreateWorld genetics
experiments

(p19)

15. Design ﬁrm Art of ________

(p9)

16. Number of /dev/world sessions
available online

(p4)

18. iPhone 4 feature for sharing Net

(p10)

19. One challenge of Mac App Store

(p21)

23. Closed off ﬁrst day’s proceedings

(p4)

25. Spend this percent of our time
on the UI and UX

(p13)

Down

For your chance to win an iPod nano,
complete the above crossword
(you’ll
(you
ll find the
t answers throughout
the articles) a
and take the letters from
the blue box
boxes then re-arrange them
word or phrase.
to form a wo
Send this to: crossword@auc.edu.au
Competition closes at 5pm on
May 2011.
Friday, 13th M

1. iPad lacks sensitivity of this tablet

(p8)

2. Topic Dunster enjoyed at WWDC

(p18)

3. Talking book standard

(p12)

5. App launcher built into Lion

(p11)

6. Academic quoted by McMahon

(p15)

8. Free app used as example

(p20)

11. Use this to plug your guitar
into your iPad

(p2)

12. Advanced ________ Design,
Tomitsch?s course

(p5)

13. Former PM on La Trobe’s iTunes U

(p14)

17. Parrot application programming
interface

(p6)

20. Adobe app for annotating images

(p8)

21. Jawbone speaker with a big sound

(p2)

22. Editing suite Bruch prefers

(p7)

24. Gaming pad offered as
Macquarie prize

(p16)

CONGRATULATIONS
Congratulations to Robin Belford for winning an iPod nano by
correctly completing last issue’s crossword to reveal the answer:

CLASSROOM IPADS

An iPod nano is on its way!

WheelsfortheMind

23

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